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Evaluative questions ask discussion participants to form responses based on experiences, opinions, judgments, knowledge and/or values rather than texts. Basic or focus questions are interpretive questions which comprehensively address an aspect of interpreting a selection.
Beyond eliciting known information (on the asker's part) and recognizing the content of questions (on the askee's part), answering display questions also involves active consideration and interpretation of the way the questions are organised as each display question is designed with a specific answer in mind.
Multiple themes can occur in a short test, which gives the examinee multiple opportunities to reveal underlying motivations about each topic during data analysis. Of course, most sentence completion tests are much longer (anywhere from 40 to 100 stems) and contain more themes (anywhere from 4 to 15 topics).
DPC constitutes a procedure for a critical discussion and consists of four steps: (i) presupposing the best interpretation of what one said; if needed—(ii) asking whether it was understood correctly; if needed—(iii) formulating some argument against it, analyzing its reasons; if needed—(iv) questioning our own view which contradicts the ...
Dialogical analysis is an interpretative methodology which closely analyzes spoken or written utterances or actions for their embedded communicative significance. Questions typically asked during a dialogical analysis include: What does each interactant think about themselves, the other and what the other thinks of them?
Examples of presuppositions include: ... "Every interpretation which makes the question truly answerable is an interpretation which makes the presupposed sentence ...
The items of a multiple choice test are often colloquially referred to as "questions," but this is a misnomer because many items are not phrased as questions. For example, they can be presented as incomplete statements, analogies, or mathematical equations. Thus, the more general term "item" is a more appropriate label.
An example of a cognitive bias modification for interpretation (CBM–I) paradigm utilized in MindTrails, an online program developed by anxiety researchers at the University of Virginia. The program displays a cognitive task that disambiguates a scenario to be either positively or negatively valenced (correct responses highlighted in orange).